Bedford County Public Schools staff presented the division's Special Education Performance Report (federal fiscal year 2023) to the school board, saying the report compares the division's outcomes to Virginia's state targets under the Individuals with Disabilities Education Act (IDEA).

The presentation highlighted areas of progress and concern. The division reported a 57.58 percent graduation rate for students with disabilities in the 2022–23 cohort, below the state target of 72.24 percent; staff said the rate improved from a lower prior year figure and that credit accommodations and other state supports are expected to help raise it further. The report also showed a rise in students with long suspensions and a discrepancy in suspension rates, and that post‑secondary outcome targets (one year after graduation) were not met.

Why it matters: IDEA requires states to publish performance against a set of indicators that cover graduation, dropout, assessment participation and proficiency, disciplinary outcomes, least restrictive environment, preschool outcomes and transition planning. Local scores determine where the state requires documentation, corrective actions or additional monitoring, and the department's plan identifies priorities staff say will affect students' future employment, education and independence.

Key findings and context
- Graduation (Indicator 1): Bedford reported 57.58% for the 2022–23 cohort; the printed state target shown in the packet was 72.24%. Staff noted the division's graduation rate rose compared with the prior reported year (packet noted 51.32% the year before) and described use of credit accommodations to support students.
- Dropouts (Indicator 2): Staff said the reported dropout percentage for the cohort referenced in the packet was 9.09% (year and cohort details were discussed as 2022–23); staff committed to follow up with precise cohort counts to board members.
- Assessment participation and proficiency (Indicator 3): Participation rates vary by grade and course; staff said high school participation can be lower when students have already earned verified credit. Proficiency (3b) met the state target in reading and math for the reported grades. For VAAP (alternate assessment) proficiency, some grades met targets and others did not; staff said the VAAP assessment has become more rigorous.
- Disproportionality (Indicators 9 and 10): The division reported no findings for disproportionate identification or services for the 2023–24 school year.
- Discipline (Indicator 4): The division reported an overall suspension rate for students with disabilities of 4.72% and noted it was found to have a discrepancy in suspension rates (the packet cited 3.92% for students who are white). Staff said the review did not find the division noncompliant with required procedures and that teams are using positive behavioral supports, alternative discipline strategies and cross‑department collaboration to reduce exclusions.
- Least restrictive environment and placements (Indicator 5, 5c): The division said it did not meet a specific LRE metric but is close; staff also reported the division has among the lowest rates of private day placements compared with neighboring divisions named in the presentation.
- Preschool outcomes and transitions (Indicators 6 and 12): Staff reported the division met state targets for preschool outcomes and for timely transition from Part C to Part B (100% for the indicator cited).
- Parent involvement (Indicator 8): Parent survey completion fell from more than 80% to 69%; staff noted the percentage reflects how many parents completed the voluntary survey and that the division distributes a QR code at meetings to encourage responses.
- Eligibility timelines (Indicator 11): Staff reported compliance with the 65‑calendar‑day timeline for evaluation under IDEA.
- Secondary transition and post‑secondary outcomes (Indicators 13 and 14): The division reported writing transition goals at 100% (Indicator 13) but did not meet the state target for post‑secondary outcomes (Indicator 14). Staff described ongoing outreach to graduates and families to improve tracking (employment, post‑secondary enrollment, military service) and acknowledged the difficulty of one‑year post‑secondary follow up.

Board members pressed staff about cohort effects (small cohort sizes can cause large year‑to‑year percentage swings), and staff responded that small changes in small cohorts can produce big percentage shifts and that the division will provide historic graphs to the board. Staff said they will follow up with requested cohort counts and trend charts by email.

Steps staff described and next actions
- Transition and employment: Staff named partnerships with DARS and VCU Transition services and said the division is expanding Career and Technical Education (CTE) connections and internship pathways to increase post‑secondary employment outcomes.
- Training and instruction: The division reported statewide training for specially designed instruction is being implemented (high school staff trained last year; elementary staff to be trained this year), and that co‑teaching, tiered interventions and evidence‑based reading and math programs are in use.
- Discipline: Staff said they are working with school leaders on Positive Behavioral Interventions and Supports (PBIS) and alternatives to suspension, and coordinating across central office teams.
- Data follow up: Staff committed to providing the board with 1) cohort sizes for the cited percentages, 2) year‑by‑year graphs of the indicators, and 3) clarification of any data discrepancies that stem from PowerSchool to VDOE reporting mismatches.

What board members asked for and what staff will provide
Board members asked for more historical trend data on Indicator 14 (post‑secondary outcomes) and for cohort counts behind the percentages. Staff said they maintain year‑by‑year graphs and will send those graphs to board members; they also said they would attempt to provide the numeric cohort denominators for indicators where percentages have been discussed.

Ending
Staff framed the division's priorities as improving graduation with a standard or advanced diploma, improving post‑secondary outcomes and reducing suspension disparities. No formal board action or vote was recorded on the special education report during the meeting; staff said they will follow up with the requested trend charts and cohort counts.